رحلة حروفنا من طفلٍ متعثر إلى منصة متكاملة للقراءة.

Our journey of letters from a struggling child to a comprehensive reading platform.

I was working as a first-grade teacher when one day the school principal knocked on my classroom door. A woman was standing beside him with a six-year-old child and a baby in her arms. I opened the door, and the principal said, "Mr. Muhammad, this is the student's guardian. She wants to enroll him in your class. The boy has very weak abilities and clear learning difficulties. I went to several schools to register him, but unfortunately, all the teachers refused to take him when they noticed his learning difficulties. This woman came to my office and asked me to enroll the child in your class after she inquired about you with some teachers and heard you have the ability to work with children with learning difficulties. I told her that Mr. Muhammad's class was full, but we would consult with him. If he agreed to enroll him, I would have no objection." At this point, the woman began pleading with me, saying, "Please accept him, Mr. Muhammad. The boy has been out of school for a while because everyone refused to take him."

I looked at the woman and saw she was on the verge of tears from pleading, so I said to her, "Yes, sister, I will take him in." I told the principal to register him in my class, and the woman was pleased with me, thanked me, and felt relieved about her son. The principal said, "May God bless you, Mr. Muhammad," and he was registered in my class. I sat him in the front seat opposite my desk and began to assess his abilities. I found that he truly suffered from severe learning difficulties, to the point that he couldn't learn like the other students. So I decided to start a simple, gradual remedial plan with him, using easy skills he could perform. I would correct Muhammad's progress, and I would immediately praise him in his notebook by drawing a star or writing "Hero" and "Excellent," and applaud him. I continued in this way until he showed some slight improvement. Suddenly, his mother came to the classroom and said to me, "For the first time, I feel that my son has started to love school and is beginning to respond to learning." She thanked me profusely.

But I noticed that when I left school at the end of the day, the child would walk behind me in the street and stay until I reached my house. I welcomed him and called his father, telling him that Muhammad had come home with me that day and hadn't gone home himself. I gave him some food, and then his father came and took him. But I felt that the child walked behind me every day when I left and followed me home.

He knew that the child felt safe, secure, and accepted with me, so he bonded with me, and the relationship with me became one of love, acceptance, and a sense of psychological comfort that he had previously lacked.

And here I found the teachers telling me that this student, from the day you registered him, has been following you home

But thanks be to God, the student improved and the mother was relieved.

This child's story instilled in me a sense of responsibility towards children with learning difficulties and weaknesses in reading skills.

The problem of poor reading and writing skills and learning difficulties among students is a serious problem that students suffer from, specifically in the primary stage, where the child faces great difficulty when reading or writing, and if this problem is not treated from the beginning, the student’s academic future will be negatively affected.

I thought to myself, how many children like Muhammad in our Arab world suffer from this problem and need our help and appropriate support, and not to abandon or turn away from them?

This is where I began to think about students with learning difficulties and started designing appropriate remedial programs for them.

She began preparing appropriate treatment plans for teaching through graded paper-based treatment booklets, progressing from easy to difficult.

Based on employing the phonetic method in teaching the alphabet with short and long vowels, combining, breaking down, and combining sounds, and the ability to read any word

Then I moved on to designing a PowerPoint-based therapeutic program with audio and video.

Then I designed a two-part book, "Our Letters," to teach the basics of reading Arabic letters using Photoshop. It includes illustrative images, writing exercises, questions, and tests at the end of each lesson.

Then I turned to a computer-based therapeutic program with interactive questions, audio, and video, and I called it the Teacher Program.

The idea then evolved into an Android mobile application featuring explanatory educational videos, characters like Sarah and Omar, interactive questions, and final tests.

It was named the Our Letters app

The idea was then developed into an integrated educational platform that begins with diagnosis and then treatment through special pathways according to the results of the diagnostic test for each child according to their level, starting with diagnosis and ending with fluency in reading skills.

Mohammed's story inspired me to consider remedial education, develop treatment plans, and try to help parents and children improve their reading levels.

Throughout his years of service from 2006 to 2026

This gradual experience was undertaken to achieve the primary goal of primary education, which is mastering the skill of reading.